ABSTRACT
Summary: The economic climate and educational context have changed considerably since OECD/CERI adopted recurrent education as a strategy in the late 60s; this has promoted a fresh look at the concept, against the backdrop of current demographic trends, altered demand patterns and new challenges of employment and unemployment. The idea that educational opportunities should be distributed more evenly over the individual's life cycle is receiving fresh impetus from the changing patterns of distribution of work and non-work. Three possibilities for the future of employment (identified by Johnston) are outlined (‘technology/consumption‘, ‘full employment’ and ‘multiwork’) and their educational implications considered.
Trends and predictions for work and non-work time are examined critically; the decline in the working week and working year has been slower recently than is often assumed, and it has benefited various categories of workers differently. Nevertheless, the combination of longer life expectancy with shorter working lives lends greater significance to the educational needs of those at or near retirement. This is especially true of women, who are also participating more in the workforce earlier in their lives.
Apart from the possibility that a greater proportion of the non-work time will be used for education, these changes have wider implications for lifelong learning. One promising trend is the development of paid leave of absence. More generally there will be a redefinition of the relationship between work and leisure, with changing patterns of family life a major factor in this redefinition.
